Foundations: A Natural Approach to the (Transition) Year

Page 410

Instructional Session 24

Objective: By the end of class, you will be able to… Beginner: write sentences in French to give details to inform about the Grand Est region of France Intermediate: write connected sentences in French to give details to inform about the Grand Est region of France, using transition words to organize your writing Advanced: write paragraphs in French to give details to inform about the Grand Est region of France, using transition words to organize your writing

Preparation: The Guided Oral Input strategy you will be using today is a Big Book. Big Books are basically a series of pictures about a certain topic, with one sentence per page that follows the same pattern (the “sentence frame”) with different facts for each picture in the book. In the context of the “Process Grid Process,” this Big Book is about the first subtopic. In the example lesson series, the first subtopic is the Grand Est region of France. You can either make a digital Big Book, like the one in the sample lesson, or make a literal big book, as shown in the (blurry) picture below, using big pieces of posterboard paper cut in half and bound together in some fashion, perhaps with a ring clip. On each page, you affix a large picture and write in bold marker, or affix a printout of the sentence in large letters, so that students can easily read the text from their seats. I know from years of reusing my Big Books that the paper versions will last longer if you laminate them before you bind the book. You can hold the book as you teach, or prop it on an easel or perhaps in your chalk tray, and flip the page as you read the sentence on each page and talk to the class about the image on that page. Because you will select images that support the details on each page, you can point to details in the image to scaffold students’ comprehension of the main ideas of the sentence as you read it.

There are many sentence frame patterns to choose from, and some of the “traditional” Project GLAD sentence frames do not sound as harmonious when translated into other languages, so you may want to play

Page 409


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Instructional Session 23

9min
pages 402-409

End of the Year Option 4: Class Yearbook

27min
pages 523-537

End of the Year Option 3: Story Book Projects

30min
pages 508-522

End of the Year Option 2: The Word-Off

11min
pages 502-507

End of the Year Option 1: Festival of Worksheets

5min
pages 498-501

Instructional Session 31

19min
pages 488-497

Instructional Session 30

37min
pages 466-487

Instructional Session 29

11min
pages 459-465

Instructional Session 28

26min
pages 445-458

Instructional Session 27

12min
pages 437-444

Instructional Session 26

1min
pages 430-436

Instructional Session 25

11min
pages 420-429

Instructional Session 24

15min
pages 410-419

Instructional Session 22

9min
pages 389-401

Instructional Session 21

11min
pages 382-388

Instructional Session 20

13min
pages 371-381

Instructional Session 19

44min
pages 347-370

Instructional Session 18

34min
pages 326-346

Session 17: Card/Slide Talk

22min
pages 314-325

Session 16: Story Mountain

21min
pages 302-313

Session 15: Visual Survey

21min
pages 290-301

Session 14: Class Survey

14min
pages 281-289

Session 12: Heroes Picture Talk

34min
pages 262-280

Session 11: One Word Image

42min
pages 239-261

Session 10: Visual Lecture

15min
pages 231-238

Session 9: Community Survey

14min
pages 223-230

Session 8: Card/Side Talk

16min
pages 213-222

Session 7: Class Survey

42min
pages 191-212

Session 6: Visual Survey

25min
pages 178-190

Session 5: Card/Slide Talk

30min
pages 161-177

Session 4 : SLA Lesson

25min
pages 148-160

Session 3: Small Talk 3

18min
pages 137-147

Session 2: Small Talk 2

21min
pages 124-136

Session 1: Small Talk

53min
pages 99-123

Chapter 7: Beginning the Year

16min
pages 92-98

Chapter 6: Your Gradebook

55min
pages 70-91

Chapter 5: Introduction to the Stepping Stones Curricular Framework

9min
pages 64-69

Chapter 4.2: Classroom Management Part 2

44min
pages 48-63

Chapter 4.1: Classroom Management Part One

21min
pages 36-47

Chapter 3: Setting Up Your Classroom

28min
pages 24-35

Chapter 2: How to Use This Book

16min
pages 17-23

Chapter 1: Introduction

19min
pages 7-16
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